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A LECTURE 


DELIVERED BEFORE THE SOCIETY 


FOR THE 

PROMOTION OF USEFUL KNOWLEDGE, 


UPON THE 

LYCEUM SYSTEM OF EDUCATION, 

WITH SOME ACCOUNT OF THE FIRST LYCEUM VILLAGE, 

BEREA, OHIO. 




H. O. SHELDON 





CINCINNATI: 

PUBLISHED BY EPHRAIM MORGAN & CO. 











mfi rxff *n' ej note vv; p t-Mi'j’- hi rrr/Ottfl 

1 kii 1 .• •' i , •, y > f. •{ 

A LECTURE 

ON THE 


LYCEUM SYSTEM OF EDUCATION. 


Mr. President, Ladies and Gentlemen. 

The object in the establishment of Lyceums, of 
Lyceum Villages and Seminaries, is, to assist in 
spreading knowledge and holiness over our globe; 
to redeem man from ignorance and vice. 

We live in ail age unparalleled in the history 
of the world. The elements of society are fer¬ 
menting. The foundations of principles, which 
have stood for ages, are giving way. Light is 
bursting upon the human intellect. The poison¬ 
ous streams of intemperance are being dried up. 
Coming events, a mighty train, are casting their 
shadows upon us. Science and the arts are on 
the wing. They have already multiplied the 
conveniences and increased the comforts of life. 
They have given hands, and almost intelligence, 
to matter; annihilated space, and brought the dis¬ 
tant nations of Europe to our shores. 

In this eventful age, the bells of duty ring to 
action ; the tocsin calls loud upon the civilized 
world to join the crusade against ignorance; the 
white flag of peace is planted upon the battle¬ 
ments of crumbling fortresses, and promises ere 
long to wave triumphant over a renovated world. 

Within the last twenty-five years, the plan 
which we have the pleasure to present to your 
consideration, in substance, has been suggested to 
the minds of several individuals, in different 


circumstances, at different times, unknown to 
each other. Every part of this plan, in the 
meantime, has triumphantly stood the rigid test 
of experiment. By this it can be distinguished 
from the moonshine speculations of the day. We 
are now prepared, heartily to commend it to the 
world. 

Concerning the location of the first Village, I 
may be permitted to say, a train of remarkable 
and striking Providences, singularly directed to 
the place. These facts have not been given to 
the public, they have to various individuals, all 
of whom have expressed the highest interest at 
their recital. Berea, the name given to the 
village is sometimes called the Lyceum Village, 
from its being founded for Lyceum operations, by 
the author of the Lyceum System. It is situated 
12 miles S W., upon a direct line from the city of 
Cleveland, in this State, upon the East branch of 
Hockey river. The tract purchased by the trustees 
is 500 acres; with a conditional contract for 
adjoining land if they shall want it. The com¬ 
pany is incorporated with a good charter from the 
Legislature. The property is held in the form of 
stock, of which there is 1000 shares. The 
stockholders elect twelve trustees who manage 
the institution. Upon the land purchased there 
is an improvement of some 150 acres, also a saw 




[ 4 ] 


mill, an inexhaustible building stone quarry, also 
a remarkably valuable grindstone quarry, the grit 
of which is not surpassed for the purpose, by any 
known in America. This quarry alone is com¬ 
puted to be worth three or four times the cost of 
the whole property. Manufactured into grind¬ 
stones and whetstones an increasing demand at 
profitable prices, is found, in Chicago, Milwakie, 
and other parts of the upper lakes; in Western Can¬ 
ada; in Beaver and Pittsburgh, Pa; along the New 
York canls; in New-York city and even New- 
Haven, Hartford, and Boston. The situation is 
eligible for business and proverbial for its health¬ 
fulness. As yet, but about a dozen buildings have 
been erected. The school has from 40 to 50 pupils. 
Seven hundred and eighty shares have been sub¬ 
scribed by respectable and influential persons in 
Cleveland. Albany, Troy, New-York, Providence, 
Hartford, Lowell, Dover, Philadelphia, Pitts¬ 
burgh, Columbus, Urbana, Springfield, Dayton, 
Lebanon, Covington and Cincinnati: a few shares 
are owned in Georgia, South Carolina, and other 
parts of the United States. The remainder of 
the shares we desire to sell in different parts of 
the Union, to young persons of good moral 
character; families who desire to remove there; 
influential friends of science and the moral en¬ 
terprises of the age; to Lyceums and insti¬ 
tutes : a few only to an individual. The price 
is $50 per share, upon which a payment of $10 is 
expected. A subscriber may pay more or the 
whole, if he choose. On all sums of $20 or over, 
paid upon each share, interest at 7 per ct. is paid 
on the 1st of May. The tract has been laid out 
into lots of one quarter acre each, and out-lots 
of from one to ten acres; reserving the water pow¬ 
er, stone quarries, and sufficient land for Seminary 
purposes. Some thirty lots have been sold. The 
remainder are for sale to mechanics, gardeners 
and other respectable moral persons, who wish to 
reside in the place for business or education. The 
price of inlots is from 25 to $50, outlots 25 to 
$50 per acre; which prices are low, and yet will 
cover cost of the property, and afford a sum ful¬ 
ly sufficient to defray expense of buildings, im¬ 
provements and contingencies; so that the sum 
paid on the shares will be returned to the stock¬ 


holders with interest; after which they will still 
own the Institution, with the water power, shops 
and stone quarries; the income from which, will 
be annually divided among them. The trustees 
do not allow a liability for debt, to be contracted. 
The intention is, to engraft education upon busi¬ 
ness, and not business upon education and that , on¬ 
ly to the amount that business will sustain; when 
the first village is established and properly balanc¬ 
ed, according to its resources, to establish another, 
and another. There is no deficiency of sites for 
such villages and too many such Seminaries can 
hardly be built. By connecting manual labor 
with study, facilities are given by this plan, to 
young persons, who have not the means to sup¬ 
port them at other Institutions, to acquire an 
elevated practical scientific, education and thus 
qualify themselves for teachers. Thousands of 
gems may upon this plan be rescued from the 
dark unfathoined ocean of ignorance, and' become 
missionaries of science, to illuminate the world. 

It is a mistake that all the mind is possessed by 
children of the rich, although in former days 
scientific privileges were almost confined to them. 
A lady of wealth put her daughter, who had 
been pampered by indulgence, under a governess: 
upon calling to inquire how she progressed with 
her studies, she was told “Not very well” *‘Why 
what is the reason ?” “ She seems to want capaci- 
ty ” “Well, you know I don’t regard expense yo u 
must purchase her one directly. 

It is the design to make this first Lyceum Vil¬ 
lage and school a model—the village, a scientific 
village; its school, to a considerable extent, a 
Normal school. Few persons are aware, of the 
great necessity there is for well qualified teachers; I 
or of their influence upon society. Instead of j 
making teaching as it should be, a profession, and - 
admitting those only to it, who are fully qualified , 
in respect to learning, temper, morals, skill in 
governing, facility of instructing, and delight in 
their employment, the most of our common j 
school teachers are unsuccessful dabblers in other 
pursuits, or young persons who are watching their 
opportunity to settle in life, or to enter into some j 
employment; more suited to their taste; or yield- < 
ing a better support. And sometimes too,. 


[ 

it would seem, as on the mountains in France 
when they are fit for nothing else, they are em¬ 
ployed to instruct the children [Anecdote of Stou- 
ber in life of Oberlin.] 

And yet, to these teachers “the mind is given 
over to be developed, the heart corrected, the 
principles fixed, the habits formed and the bias 
given, for the residue of existence.” The pupil 
carries to the place of instruction, his hopes and 
prospects, in coming time, to be brightened or 
obscured, by the conduct, principles, and ability, 
of the teacher: for teachers will always leave 
something of the character of their own intellect, 
manners and morals upon their pupils; which 
sometimes give such bias to youth as brings down 
the grey hairs of parents with sorrow to the 
( grave. Such cases are too frequent , not to be 
known; and too fatal, not to be dreaded. 

Teachers will be educated with particular re¬ 
ference to an itinerant system of instruction; 
by lectures and recitations, with scientific appara¬ 
tus. The ignorance and vice which cover the earth, 
demand of philanthropists the most speedy and 
economical plans of spreading knowledge. Who 
has not seen and admired the simplicity, econo¬ 
my, and power of an itinerant plan of spreading 
the gospel, or administering justice ? Look at 
the Methodist system. Behold its influence in 
the past. Its teachers have come forth, made 
their appointments, lectured upon their text book, 
[the Holy Scriptures] presented for examination 
and distributed their specimens, [biographies;] 
organized their social, quarterly, annual, and 
quadrennial Lyceums, and they are “filling the 
world with their doctrine” Why may not God’s 
other, his oldest book, be taught in the same sim¬ 
ple, natural and efficient manner ? Let us sup¬ 
pose, at the school in the Lyceum Village, 

* teachers are educated : that is, that a foundation 
is laid; for it is an axiom with me, that an im¬ 
mortal mind will never “finish his education/ 
To say nothing of the demand for instructors in 
other similar institutions, a teacher who is qualifi¬ 
ed to teach one branch of science, while he is 
pursuing his studies in others, may go forth ac¬ 
cording toa preconcerted plan; hisappointments 
are at the centre of towmships and neighborhoods; 


»1 

a sufficient amount for the salary and expenses 
of the course is raised, (and upon this plan, 
small amounts from the people would make a 
handsome salary for the teacher,) lectures are 
then given, demonstrated with apparatus, manu¬ 
factured, perhaps, at the village. No man is 
made cold by the sun shining also upon his brother 
man : the lecture therefore may be free. After 
the lecture, the class meets to name or arrange 
specimens; exchange duplicates with each oth¬ 
er, and with other Lyceums. Pupils are thus 
furnished with subjects of study and thought and 
business enough. After some days, another 
lecturer comes. In the meantime, the first goes 
on from appointment to appointment until he 
completes his circuit, and meets other teachers 
at a monthly, or quarterly lyceum; where they 
are favored with a more advanced lecturer, sent 
out from county to county, by the State Lyceum. 
State Lyceums, composed in part of these advanc¬ 
ed teachers, may be annually met by the most 
distinguished scientific men of the age ; whose 
discoveries and experiments, instead of being 
confined to one college, with, perhaps, few stu¬ 
dents, would then, like the sun, enlighten the 
world. 

At every social, county, state, or national 
Lyceum, discordant sects meet in harmony, and 
learn the anti-sectarian truths of science. The 
asperity of party politics is forgotten; science 
is practically applied to the business of life; the 
rich volume of nature opens wide her leaves, and 
gives without charge, lessons on every page ; de. 
basing, sensual pleasures lose their relish; works 
of fiction lose their charm; covetousness opens 
wide his griping hand, and lives for usefulness, 
dispersing the gloominess of poverty and want : 
for, “The man 

Whom nature’s works can please, with God himself 
Holds concourse: grows familiar, day by day. 

With His conceptions ; actsupou His plan, 

And forms to His the relish of his soul,” 

While instructing others, teachers make rapid 
advancement themselves. It is the benevolent 
and universal law of Heaven—“He that watereth 
shall be watered also himself.” At their monthly, 
quarterly, and annual lyceums, subjects are propos- 


[ 6 ] 


ed, lectures delivered, discussions carried on, hard 
questions solved, exchanges made, reports presen¬ 
ted, truth elicited, and knowledge diffused. 

In the system of instruction, pursued at the 
Berea Seminary, we follow nature. At the peri¬ 
od of his birth, man is entirely uneducated. He 
has a physical, intellectual and moral nature, all 
requiring education. It is well known that one 
part of man may be trained, to the neglect of oth¬ 
ers, which must remain comparatively feeble. I 
venture an assertion: there is little or no valu¬ 
able education but self education. To acquire 
mental power, he must think, discipline and train 
the mind. To obtain a desirable moral nature, 
he must be humble, veracious, just and benevo¬ 
lent. To obtain physical strength, skill, and 
endurance, he mtfst be inured to exercise, activity 
and toil. I cannot now speak of all the means 
and facilities for education. Let us take a pass¬ 
ing glance at the manner in which this active, 
thinking, immortal being has often been educated. 
His wants, at first, are few and simple; but we 
torment his stomach with indigestible confection¬ 
ary, and then stupify his brain with poisonous 
narcotics. At the age of one year, if he survive 
his unnatural treatment (for a large part of the 
human family are killed in early life,) he has been 
observing and collecting facts, and is anxious to 
make his experiments. He tries his power in 
locomotion and learns the law of gravitation. His 
bumps and bruises, his falls and failures, are all 
necessary to teach him confidence, and ensure 
success. The little girl observes her mother wash 
the dishes, cut a garment, or write a letter. She 
tries her skill at imitation. The first thing she 
finds is put in the water; it is snatched away. 
She gets the scissors and begins to cut paper. 
Her ears are pierced, with an angry tone, “Put 
up those scissors, you’llstick them into you.” She 
looks around for some new apparatus; gets a 
chair, climbs to the desk, finds the inkstand, and 
with pen or stick marks the first book she finds, 
perhaps the Bible. That is pulled away with, 
“you good-for-nothing hussey; I have no peace of 
my life;” and a box on the ears sends her squal¬ 
ling, and bellowing around the house. In vain 
the nurse or mother scolds—“Hush I say—shut 


up now.” Presently a knock is heard at the 
door; “There, stop crying now and I’ll give you 
something pretty.” The neighbor enters; the 
child screams; and a piece of pie, a sweetmeat, 
or the looking glass and hammer bribes to silence. 

The little boy goes among the mechanics. He 
begins to experiment. The young pear-tree is 
hacked by his hatchet, and he receives a flogging. 
He finds a shingle and knife and begins to make 
a sled; “Put up that knife, I’ve just sw’eptup; 
I wont have you making a litter here.” He next 
tries the fields, gathers his specimens in Botany 
or Geology, returns in triumph, and asks with 
eager thirst for knowledge, “What is that*?” The 
intelligent answer probably is, “It’s a weed : It’s 
a stone.” Perhaps, before he had time to ask his 
question, he is driven from the house with, “carry 
them off! what do you bring them dirty things 
here for.” Repulsed in his efforts, in these 
branches of science, he tries another. He goes 
to the street, and finds a rill* murmuring down the 
declivity. He builds a dam, erects his wheel, 
is pleased with his experiments in hydrostatics, 
and returns late to his home. He now gets a 
whipping, in anger, for going into the water, and 
wetting his clothes, with perhaps a threat, “If 
ever you do so again, sir, I’ll skin you alive.” He 
next tries pitching marbles or coppers, with idle 
vicious boys, and escapes punishment. Here he 
learns mischief, idleness, and vice. 

Let us take a peep at the country district 
school: The directors find at a tavern a young 
man leaning his head upon his hand, who upon 
being roused, says “I’m considerin whether it’s 
best to drive stage for a livin; or take it a leetle 
easier, and keep school.” He will teach “cheap, 
this is the indispensible qualification; and a 
bargain is closed. In a low building, by the road¬ 
side, in the mud, without a shade tree, a small 
room, badly lighted, worse ventilated, and not 
swept at all, on hard benches, without backs, for 
six or eight long hours a day, the “young ideas” 
are imprisoned, under repeated and vain efforts 
to make them “sit still.” With three hundred 
and seventy-five pairs of muscles, instruments of 
motion, their rickety position becomes irksome; 
their lesson, to them is often senseless jargon, they 


finger this, or that; the complaint, “Master, 
Bill’s pinchin on me!” brings the ruler at his 
head, or the cowhide over his back. Sometimes 
the promise of reward stimulates and the scholar 
repeats a hundred times, “prepositionsgovern the 
objective case; prepositions govern the objective 
case ! “I might, could, would or should have 
loved” I might, could, would or should have lov¬ 
ed.” If teachers are qualified to impart instruc¬ 
tion on improved methods, parents sometimes 
say, as one commanded a teacher in New-York, 
“I want you to teach my child, just as/was 
teached ;” and so because their “father and grand 
father carried a stone to balance the grain,” when 
going to mill they must “do so too.” 

Is it any wonder that children hate their books, 
# love theatres, and learn vice; that we see girls 
disfigured to wasps, whose chief concern seems 
to be to “set their cap” for “soaplocks,” who lack 
brains; or, that gro\tn boys seek happiness in the 

I LEARNED, POLITE,GEENTEEL, HEALTHY, FASHIONABLE, 

and useful accomplishment! of munching a deli¬ 
cious weed, or, that clouds of grateful incense rise 
j and perfume the air from what the newspapers 
i term, “a roll, with fire at one end and a fool at the 

other!” 

Is it any wonder that comic almanacs, legendary 
tales, profane jests, double entendres, accounts 
of seductions, and murders gratify the public ap¬ 
petite ? Let a rational, natural, attractive, sys¬ 
tem of education be adopted, before we can hope 
to dispense with alms houses and prisons. The 
pulpit may sound an alarm; the press may send 
out her missiles; General Reform may marshall 
his forces against vice; but until pupils at home 
and at school are treated as thinking, active be¬ 
ings, with tempers and affections, dispositions and 
passions, moralists may still mourn; and misan¬ 
thropes decry the depravity of the age. 

Do you ask, by this time, “how do you manage 
at Berea ?” The principal of the school, who by 
the way is a good scholar and a pious man, treats 
children as moral beings; governs as with pater¬ 
nal influence. If Josiah Holbrook had not given 
to mankind the Lyceum System, and personally 
established lyceums in every state in the Union ; 
if he had not unlocked the laboratories of science, 


and displayed to the capacities of children those 
interesting and attractive facts in nature, which 
had been supposed to be the privilege of learned 
professors to display, in technical terms, before a 
favored few ; if he had not caused the geological 
surveys of nearly every state in the Union which 
has unfolded uncounted, priceless treasures, the 
elements of future wealth and glory; if he had 
not invented, simplified, and cheapened apparatus 
to illustrate the sciences; if he had not impressed 
his matter of fact genius upon the spirit of the 
age, and caused the collection of thousands of 
family, town, county, and state cabinents ; if he 
had not been the original projector, and a chief 
agent in bringing about popular scientific 
lectures, which, in various towns and cities, have 
preserved youth from the corrupting influence of 
theatres and gaming tables; assisting to doom 
these demoralizing engines to go down under the 
withering ban of public opinion; if he had not 
in doing all this expended his fortune; with al¬ 
most unequalled modesty, for a long time giving 
his profound practical views in andnymous arti¬ 
cles ; often making important suggestions to edi¬ 
tors, and sometimes to men who have reaped a 
harvest of wealth and fame, he would have de¬ 
served the everlasting gratitude of parents, for the 
education of such a son ; such a teacher. 

At this school, youth are considered and treat¬ 
ed, not as automatons or parrots, but thinking, 
social beings, with powers and faculties, capable 
of unlimited expansion; placed upon this earth 
in a physical nature, to learn the rudiments of 
science ; to commence the study of the infinitely 
varied and stupendous pages of the Book of Nature; 
to mould his tempers, motives, and affections 
according to that perfect rule and perfect pattern, 
given and described in the Book of Revelation; 
that they may be happy and useful in this life, and 
may be qualified to pursue these studies, engage 
in higher and nobler employments, and mingle in 
the refined and exalted society of intelligent be¬ 
ings, to all Eternity. 

Do you doubt the dignity or capability of man? 
come with me, and take a brief survey of what 
he has done. In the eloquent language of Adam 
Clarke, “he has numbered the stars of heaven. 


[ 8 ] 


he has demonstrated the planetary revolutions, 
and the laws by which they are governed; he has 
accounted for every apparent anomaly in the 
various affections of the heavenly bodies; he has 
measured their distances, determined their solid 
contents, and weighed the sun! His researches 
into the three kingdoms of nature, the animal, 
vegetable, and mineral, are for their variety cor¬ 
rectness, and importance, of the highest consid¬ 
eration. The laws of matter, of organized and 
unorganized beings, and those chemical principles 
by which all the operations of nature are con¬ 
ducted, have been investigated by him with the 
utmost success. He has shown the father of the 
rain; and who has begotten the drops of dew; 
he has accounted for the formation of the snow, 
the hail stones, and the ice, and demonstrated 
the laws by which the tempest and tornado are 
governed. He has taken the thunder from the 
clouds; and he plays with the lightening of 
heaven! 

He has invented those grand subsidiaries of 
life, the lever the screw, the wedge, the inclined 
plane,and the pulley; and by these means mul¬ 
tiplied his power beyond conception; he has in¬ 
vented the telescope, and by this instrument has 
brought the hosts of heaven almost into contact 
with the earth. By his engines he has acquired 
a sort of omnipotency over inert matter; and 
produced effects, which, to the uninstructed mind 
present all the appearance of super-natural agen¬ 
cy. By his mental energy he has sprung up into 
illimitable space; and has seen and described 
those worlds which an infinite skill has planned, 
and an infinite power sustains. He has proceeded 
to all describable and assgnable limits, and has con¬ 
ceived the most astonishing relations of space, 
place and vacuity, and yet at all those limits he 
has felt himself unlimited: and still can imagine 
the possibility of worlds and beings, natural and 
intellectual, in endless variety, beyond the wholel 
Here is a most extraordinary power—describe all 
known or conjectured beings, and he can imagine 
more —point out all the good that even God has 
promised, and he can desire still greater enjoy¬ 
ments ! After having made the boldest excur¬ 
sions to the heavens, he has dared even to the 
heaven of heavens; and demonstrated the being 
and attributes of God, not only by proofs drawn 
from his works, but by arguments, a priori from 
which all created nature is necessarily excluded. 
What has man not done / and of what is he not 
capable?” 

To cultivate the moral nature of youth, they 
are taught in the language of our founder, that 
“love is to a moral universe, what gravitation is to 


a universe of matter. If gravitation binds moons, 
planets, suns, and systems together, and sustains 
among them the utmost order, harmony and sub¬ 
limity, in all their movements, and all their re¬ 
sults by acting at all times on every atom of 
matter through the whole ; so the law of love is 
designed for moral beings, and should be univer¬ 
sal in its action; operating upon every thought, 
every feeling, and every action, of every moral 
and immortal being, which would produce a 
harmony, sublimity and glory, far surpassing all 
the revolutions, and all the results of the myriads 
of unthinking, unconscious bodies, which career 
it thro’ unlimited space.” 

In training youth for their high and holy des¬ 
tinies, the first effort is to teach them to think. 
It is thought which gives man the ascendency- 
over every other animal, and over matter; unless 
a child think, however learned he may be, he is 
little else than a parrot. To accomplish this, we 
provide means for them to educate themselves- 
I will not tax your patience by entering minutely 
into the plan of instruction. I dare only take 
time to say, that great use is made of visible il¬ 
lustrations. We provide geometrical solids, 
drawings etc., to amuse and instruct children; 
furnish them with opportunities and instruments, 
to make drawings of tools, animals, birds, shells, 
etc.; to make maps of the different parts of the 
globe, beginning with their door-yard, or some 
small part of the earth with which they are ac¬ 
quainted. We give them opportunities to make, 
with their teachers, excursions to collect, class, 
arrange, and label specimens in botany, geology, 
chemistry and natural history. Grammar is at 
first taught practically by expressing their own 
thoughts in describing objects, or in other com¬ 
positions ; in short, we teach science, as an ap¬ 
prentice would be taught to be a carpenter prac-k 
tically. Tools are put into his hands and he is 
instructed how* to use them. Use alone can givei 
skill. Let it not be supposed that we have found a j 
“royal road to geometry;” that we believe we can* 
dispense with close application and patient invest 
tigation : but we make labor and study attrac* 5 
tive. To do this, the genius of a child must be 
studied. A stupid mathematician might be ex* 


pert at drawing. If you touch the right chords, 
you tune the soul to harmony and bring forth all 
its powers. A gentleman, while showing a friend 
over his farm took with him his little son. After 
along walk, the child said, “Pa, I’m tired ; please 
carry me,” “0 no, my son, run along,” After a 
while he said, “0 pa, do carry me; I’m very tir¬ 
ed.” Again he was urged forward. At last he 
said, “Pa, I can’t walk any further.” “Here, 
then take my gold headed cane and ride.” The boy 
threw his foot over the cane, and rode offlively 
as a rabbit. A child will learn whatever has a 
relation to his favorite study. 

I am aware that Manual Labor schools, especial¬ 
ly at the north, Jiave not always fully realized the 
expectations of their friends. May not their 
Jfailure be ascribed to one or more of the follow¬ 
ing causes? 

L 1. Were they not planted in a hot-bed of chari¬ 
ly ? Whatever comes easily, without the neces¬ 
sity of return, is not always preserved with care, 
or expended with frugality. 

F 2. Agents have been employed to superintend 
shops and farms, who were not practical men, or 
practical financiers. A person may be a very 
,good man; he may be a very good preacher; he 

( nay be learned; he may be eloquent, and be a 
joor business man. Upon our plan agents are 
lispensed with: the shops, water power, and 
quarries, will be rented to practical mechanics, 
esiding in the village, who, with the gardeners 
and larmers will employ students, pay them what 
they earn, and oversee their own business. These 
^mechanics will be encouraged to give lectures 
upon subjects connected with their own employ- 
I ment, and while they have opportunities to hear 
flectures from others, they will be progressing in 

! ' nowledge. 

3. The business carried on has often required 
n expensive outlay of stock or cash capital, 
luch of the work would be poorly done by ap¬ 
prentices, and the manufactured article was worth 
less than the raw material. We have land cheap; 
a sufficient water power, stone cost nothing, 
market near, and what the manufactured article 
brings is nearly clear gain. 


4. Students were generally employed by the 
hour instead of the piece; it is proverbial that 
a saw, under such circumstances will slowly 
drag “b—y t—h—e d—a—y.” The only excep¬ 
tion worthy of notice is, in the employment of 
scholars of advanced age, of deep moral 
principle as of theological students; even then 
to employ by the piece, will be very likely to 
make their saw sing in quick time, “by the job, 
by the job, job, job !” Our students are paid only 
for the work done, and done well. 

5. Students have been employed for too short a 
time ; from two, to three, perhaps four hours a 
day. For so short a time, the friction of prepara¬ 
tion is proportionally great, tools are more ex¬ 
pensive, and the time is hardly sufficient “to keep 
their hand in;” to give physical vigour. A 
daily walk of one hour, if the remainder of time 
be spent in inactivity, will weary and fatigue; 
but if it be prolonged to six hours, it will become 
refreshing and invigorating. 

6. A serious defect has been, making labor un¬ 
popular by aristocratic distinctions. Those who 
were poor, who neither had, nor could beg, or 
borrow, means to pay for board and tuition, and 
had not credit, wer e permitted to work as a means 
of living, not to strengthen and invigorate the 
mind. Your son, with his gloves on, w r alked 
with a princely air, in sight of my poor boy, who 
inwardly despised his employment, and cursed his 
fate, at being doomed to labor. At our school 
not only every pupil but also, every teacher is 
expected to be employed six hours a day at some 
business, which will assist in defraying the ex¬ 
penses of education, strengthen the physical sys¬ 
tem, and prepare them for the active duties of 
life. Boys and young men, girls and young 
ladies, will be suitably employed at various 
mechanical arts ; at horticulture; preparing and 
labeling specimens in geology, botany, natural 
history, etc. 

7. I may add another objection which too of¬ 
ten has been well founded. The interests of the 
village and of the Institution were at variance. 
Mechanics find competition from a monopoly 
liberally endowed by their own charity ; and the 
steward of the boarding house finds the boarders 


sigh for private tables. We design to have no 
public boarding halls. We invite to settle there, 
well regulated private families, mechanics and 
others, who will watch over and be responsible, 
with the teachers, for the manners and morals of 
the youth committed to their care. The family 
institution is from Jehovah; it can neither be 
broken up, nor dispensed with, except at hazard 
and loss. We expect parents will determine the 
employment of their children; those from a 
distance will provide them boarding in families 
of their own selection. Prices will, of course, 
vary according to syle or expense required. It 
is believed there are young families who are de¬ 
sirous to enjoy the means of acquiring knowledge, 
who will readily embrace the favorable op¬ 
portunity to rise up with a new village and will 
take the supervision of boys and girls. Where 
can a superanuated minister of the gospel be 
more usefully, or more agreeably situated, than 
in a pleasant, quiet village with the companion 
of his sacrifice, in a small neat house, in which 
they can board, say two or four daughters of his 
own youthful friends. His counsel, his example, 
his influence, will be valuable there if anywhere. 
It should be remembered too, that our climate does 
not give physical vigour equal to that of England 
or Germany, where less labor might be sufficient. 
The learned blacksmith said to me last season 
that he was obliged to work ten hours a day in 
the summer, and six in the winter, in order to 
have sufficient physical vigour to sustain the 
close application of his mind. Similar are the 
sentiments of Wa^land, Stowe, and hosts of close 
thinkers. To be frank, your speaker sees no good 
reason why all students, including teachers, pro¬ 
fessors, clerks, lawyers, doctors, and theolo¬ 
gians, according to their age and strength, should 
not be actively employed, upon an average,at least 
six hours a day, in some work, or manly exercise 
which would advance their business, or add to the 
amount of substantial property. It can hardly 
be too often repeated “an idle mind is the de¬ 
vil’s work-shop.” Men educated without indus¬ 
try, will be driven to crowded professions, or be¬ 
come servile office beggars. If unsuccessful, they 
become drones or wasps in the body politic ; 


they may, however, make first-rate demagogues, 
loafers, blacklegs, mobocrats, swindlers and coun¬ 
terfeiters ; and then, if you can catch them, they 
may help tenant your expensive prisons; give 
employment to some migistrates and turnkeys, 
and relieve you of a little troublsome surplus 
cash for their support, in the shape of taxes ! 

Without physical education the mind must 
have a poor, feeble, or perverse servant. Many a 
brilliant star, by being driven or stimulated too 
rapidly in its orbit, has disappeared from the 
firmament before it reached the meridian; or drag 
ged out a miserable existence, clouded by hectic, 
dyspepsia, or mania. While many, by combin¬ 
ing the education of the body in labor and tem¬ 
perance with the cultivation of the intellect, 
have gone on in their protracted career, steadily 
diffusing increasing light; blessing mankind with 
their radiance. 

An American citizen may well be proud of j 
our “ waggon drivers” « salt boilers” “ wood chop-, 
pers” “ shoemakers” “ farmers” « printers,” etc. 
who have been called into the pulpit, a profes¬ 
sor’s chair, or to man the ship of state. Wesley 
and Clarke owed their long career of usefulness 
to their physical education; Pollock and Watson, 
each with a gigantic intellect, a towering genius, 
by neglecting it, disappeared at mid-day. Bow- . 
ditch would not have been a prince among ma- ] 
thematicians, but for his physical labors. But *| 
for ringing his anvil with his sturdy blows, instead ] 
of now reading fifty languages, Burritt w'ould^ 
have been in his grave. 

What is a hot-bed intellect worth? Without 
great risk of being thought out of humor, though 
I pity them from the bottom of my heart, I can 
hardly speak of the dogmatical, supercilious, 
proud, lazy, loungers, of whom, while all are not 
so, there are too many in our seminaries. Whato 
would Seys, or the Lees, or Judson be worth as) 
missionaries but for their physical educationJ 
Some of the most useful ministers in the lanai 
graduated at the plough, the anvil, or the wwk- ^ 
bench; and acquired their theological training 
on horseback. Whose counsels instructed our 
Senate ? Whose voice was heard with respect 
in the courts of Europe ? Who “ called the 




thunder from the clouds, and played with the 
lightnings of heaven ?” It was a hard working 
journeyman printer, who lived upon a crust, once 
ridiculed by his associates, as if he had feasted 
upon “bran bread and saw dust puddings.” It 
is only by educating the whole man, mental, mor¬ 
al and physical, we can have true hearts, healthy 
minds, in healthy bodies, with healthy purses. 

Will you indulge me while I read a brief ex¬ 
tract from a letter sent me by a country lad, who 
had while w r ith his father learned to make flour 
barrels; who came to our school, as the only place 
where he could pay his way, while pursuing his 
studies. After writing an essay upon air, and 
giving a perspective of an air pump, which com¬ 
bined his lessons in drawing, writing and gram¬ 
mar, he adds, “ I would like to write more about 
penumatics, but time will not permit. I have 
fairly tested the manual labor principle in Berea. 
In six weeks I have made 100 barrels, for which 
I got $18,75.—Now for my expenses, say for 
board and washing, 1,50 per week it would 
amount to $9,00.—Now I have $9,75 left for 
other expenses. It is enough for any saving 
person. I am now satisfied, by experience, that 
any industrious joung person that has a trade, 
can support himself in Berea and go to school. 
As for my studies, I pursue them as much as 
when I go to school all of the time and do noth¬ 
ing else. There is no mistake but what this 
school is on the correct principle. The school 
is increasing; letters of application are received 
almost every day.” 

It is part of our plan to have the stockholders 
organised into the Universal exchange Lyceum, 
which has a central depository at 348 Broadway 
New York, under the care of Mr. Holbrook. 
Stockholders in and near Berea, Cincinnati, Fel¬ 
ton, Dayton, Springfield, Columbus, Pittsburgh, 
Buffalo, Albany, Troy, Hartford, Providence, 
Dover N. H. Boston, Philadelphia, Baltimore, 
Washington and some other places either have 
organised or will organise Branch Exchange 
Lyceums, all of which may publish periodi¬ 
cal lists of duplicates, and keep up a regular 
system of sale and exchange. For these depositor 


ries we solicit exchanges of specimens of nature 
and art. 

About the time the plan of Lyceum Villages 
was conceived, the founder projected the plan of 
“ Scientific Exchanges” between individuals, 
lyceums, and institutions, over the globe. These 
exchanges for tw'enty years past have been going 
on, increasing in magnitude and importance. Of 
late the splendid scheme of Exchanges, proposed 
by the distinguished M. Vattemare, to the govern¬ 
ments of Europe, and concurred in by our own, 
promises much good. That it will, if fully car¬ 
ried out, melt down national prejudices, and de- 
velope treasures of historical knowledge there 
can be no doubt. The difference betw-een the 
two plans seems about this; while the latter 
proposes facilities for ripe scholars, the former 
proposes exchanges also as a means of education. 
We must diffuse knowledge; practical “useful 
knowledge.” We must teach human beings to 
think. So important is this that he who can 
persuade a whole people to think, will well de¬ 
serve a statue. Benevolent philosophers may 
establish gigantic institutions; spacious halls, 
costly as the monument of Girard, may be built f 
the Pyramids of Egypt may deposite in them 
their antiquities; Pompeii and Herculaneum 
unfold the riches of their long forgotten owners ; 
the Seraglio send its dusty volumes ; the Vati¬ 
can deliver its important manuscripts; the 
Tower part with its treasures ; the mines of Gol- 
conda contribute their gems; the mounds of the 
West swell the collection with their relics ; the 
sovereigns of Europe, and the governments of 
the earth vie with each other in enriching it with 
the most splendid works of art in ancient and 
modern times; living authors may pile in them 
the fruits of their toil and study; and if men 
are not taught to think, what will it all avail ? 
Some mercenary idler will find a swine ; post on 
the columns, his bills, in blazing capitals, 
» WONDERFUL ATTRACTION” and the 
thoughtless crowds will wipe their feet upon the 
paintings of Raphael, or West; or break the 
statues of Phidias or Canova, rushing to get a 
sight of the “ learned pig!” Unless men are 
persuaded to think, they would stake their thoiu 



[ 12 ] 


sands at a horse-race, while they would make a 
“ poor face,” and moan « hard times,” if desired 
to contribute a penny to send the light of science 
over the earth 1 Yes, they would consume the 
embalmed princes of Egypt, to cook their « green 
turtle soup,” or tear up a manuscript leaf of 
Homer, to light their cigars. Unless men are 
persuaded to think, they would sleep under the 
lectures of Silliman, Beecher, Perkins, Locke, 
Mansfield, or Mitchel, while they would roar in 
extacy, to see an idle fellow “ jump Jim Crow!” 
They would grudge the price of the works of a 
Hemans, a Sigourney, or a Hannah More, for 
their daughters, while they will pay “ one thou¬ 
sand dollars a night*’ and then throw their purses 
on the stage, in rapture, and shout “encore,” en¬ 
core !” to see a foreign dancer teach modesty ! 
morality! and science! by making a pair of 
compasses of herself. 

In the system of education at Berea, we give 
great prominence to the two books of God.— 
We think there are too many books put into the 
hands of children in this book making age. The 
precepts, promises, examples, and motives found 
in the Holy Scriptures form our rule of life. We 
are not, however, sectarian. The stockhold¬ 
ers are of different denominations, opinions 
and sentiments; aiming, not to jostle one anoth¬ 
er, but to promote “ peace on earth and good 
will to men” to spread “ useful knowledge ” over 
our globe : to every country; to every tribe ; to 
every intellect. 

We shall attempt to build our halls of science, 
high up the verdant mountain of philanthropy; 
above the fog and clouds of sectarian bigotry; 
where the thunders of party spirit and political 
intolerance, shall roll harmlessly beneath our feet; 
where we can breathe the pure atmosphere of 
universal love; and enjoy, with satisfaction, an 
extensive view of the glorious and rapid march 
of the Prince of Peace. We adopt the prayer 
of Wesley; « Would to God that all the party 
names, and unscriptural phrases and forms, which 
have divided the Christian World were forgotten, 
and that we might all agree to sit down together 
as humble, loving, disciples at the feet of our 


common Master, to hear his word, to imbibe his 
spirit, and to transcribe his life into our own.” 

Such is the grandeur of this plan, such its 
beauty, its simplicity, its benevolence, its feasi¬ 
bility, its safety, its power and its utility ; had I 
them before me, I would invite every young man, i 
every teacher, every parent, every philanthropist, I 
every minister of the gospel, of every denomina- j 
tion, every statesman, every patriot, and every i 
capitalist, to take an interest therein for the 
benefit of themselves, their families or some ! 
youth who pants to drink the refreshing streams ! 
of knowledge. 

I would say to young men, In what “ Savings jl 
Bank” can you invest your funds, where you are 
sure of a more certain return and the investment 
produce more benefit to yourself and your coun- j 
try? 

1 would say to ministers, as you desire the 
spread of knowledge and holiness, recommend to 
your parishioners the most potent plan to effect < 
it. It would “ prepare the way” for the gospel 
in foreign lands, and give your missionaries a 
passport to every nation and tribe of the world. 

I would say to philanthropists, what boon can 
you give mankind equal to the light of science 
and the law of love. If we are not mistaken, 
this plan would indeed « file off the chains which 
so long have been fastened upon injured Africa ; i 
teach the Mahommedan there is a holier heaven 
than he looks for—and rescue the young, the beau¬ 
tiful but infatuated widow from the funeral pile 
of her husband.” 

I would say to patriots and statesmen, ours is 
a republic. It can only exist by enjoying the 
sunshine of virtue; and breathing the pure at¬ 
mosphere of intelligence. I would repeat the 
well known aphorism of Burke « Education is 
the cheapest defence of nations.” The honored® 
chief, whom a nation still mourns displayed his i 
wisdom, by recommending a teacher, instead of 
a watch-dog, to protect his garden from vicious . 
boys. 

I would say to capitalists, establish a Lyceum 
Village and seminary, and you erect a monument 
that will speak your praise in all future time.— 
Your property can only be secure by diffusing vir- 




[ 13 ] 


tue and intelligence. I need not point to the 
lawless mobs of Europe to prove to you, that 
among an ignorant vicious population, you hold 
your property by an uncertain tenure. You may 
establish a prison for the incendiary, but that 
will not rebuild your stately palace which lies in 
smouldering ruins. You may provide safes, and 
locks, and sheriffs, and irons, and jailors, but they 
cannot restore the deposites removed by the un¬ 
principled forger. Virtuous education alone can 
protect your property. Besides, there is a God. 
His providence governs the world, disposing of 
all events concerning nations, societies, and indi¬ 
viduals. When the vicious multitude displease 
Him—when His day is desecrated to business 
or folly—When the bounties of His providence 
^ire wasted in sensuality-when his stewards forget 
fto acknowledge His hand—When they dishonor 
.His drafts for the extension of His kingdom; 
lor the promotion of the happiness of His sub¬ 
jects, what wonder is it that storms and icebergs 
devastate our shipping; frost, and blight, and 
drouth, blast the prospects of the husbandman; 
fires consume our dwellings; tornadoes lay 
waste our plantations; pestilence removes our 
friends; or, depression weighs down our mer¬ 
chants ! 

• Does one ask “ In your invitation to become 
stockholders, do you make no exception ?” Yes, 
I will except the sordid being who lives and fat¬ 
tens upon the vices and miseries of his fellow 
creatures : I will except the man whose immoral 
example is contaminating to youth. I will ex¬ 
cept the intolerant bigot and partisan, who can¬ 
not mingle in society without erecting his por¬ 
cupine quills. The cause in which we are en¬ 
gaged is a high and holy cause. We seek to 
pour light into the understanding; to redeem 
"man from the dominion of animal appetites, and 
worse than brutal passions ; to purify the atmos¬ 
phere of the moral world. Such a spirit, or 
practice would corrupt it, and produce a moral 
pestilence. It would « convert the world to an 
universal sepulchre; and there entomb all the 
vital energies of man.” Let them “ cease to do 
evil; learn to do well;” abandon their course, 
and they may yet bless mankind by their influence. 


If we have a « millenium,” we must make it. 
We must spread knowledge and holiness over all 
lands. When science and intelligence shall be 
every where diffused; when men shall learn to 
be benevolent and kind; when the moral laws of 
the Universe are obeyed; when men live, not 
to pamper their appetites, nor hoard up riches ; 
when the “ nations beat their swords into plough 
shares, and their spears into pruning hooks;” 
when the millions of money and time now wast¬ 
ed in war, shall be employed in cultivating the 
arts of peace; when theatres shall be converted 
into lecture rooms of science ; when the Upas of 
Intemperance shall be destroyed; when those 
who get their living by vice, or who live by the 
vices and miseries of their fellow creatures, 
shall become useful members of society; then 
will the disapprobation of the Almighty Gov¬ 
ernor be removed, and the earth bring forth 
a thousand fold. Then, will every dismal 
forest be cleared; every barren waste produc¬ 
tive ; every mine yield wealth, and every tree 
fruit or shade; every waterfall be improved 
by scientific mechanics; every morass drained 
or filled; every field richly cultivated. Then, 
will the atmosphere be free from pestilential va¬ 
pours and, in the language of prophecy, “a child 
be a hundred years old.” On every hill and moun¬ 
tain will be fruit to suit its climate; while con¬ 
venient, neat, and pleasant buildings, and roman¬ 
tic villas, mark the abodes of man. Then, will 
springing fountains combine utility with beauty 
in gardens of surpassing loveliness and fragrance; 
where the “ busy bee” shall draw its treasures 
and convey them to every cottage; trees of fruit 
and shade protect and nourish the traveller on 
every foot-way; while facilities of intercourse 
will enable the inhabitants of distant lands, rea¬ 
dily to assemble in one vast amphitheatre, to 
hear a lecture upon improved science, or to dis¬ 
cuss a proposition for the general welfare of 
man. Before you condemn me for dreaming, 
reflect that the lunatic asylum would have been 
the portion of a man who, when* I was born, 
should have seriously predicted the facts now 
read by all men. Remember it is but a few 
years, since Gallileo was well nigh a martyr for 




[ 14 ] 


teaching the rotundity cf the earth; that less 
than forty years ago, Fulton was hissed, as a 
** braincrack’d visionary,” and the “Steamboat 
project” declared “A Utopian chimera,” by a 
New York audience. 

I will conclude by saying we shall pay parti¬ 
cular attention to female education. I believe 
the time has gone by, when Americans believe 
« women have no souls,” though many of them 
are educated much as if they had none, but were 
mere humming birds, designed to command ad¬ 
miration from their music, or their feathers .— 
And yet woman governs the world. She does not 
ordinarily command armies; preside over sen¬ 
ates; legislate in the council; plead at the Bar; 
or sit upon the Bench. But her influence is there. 
Yes, powerfully there. Who watches over the 
helpless years of the patriot, the clergyman, the 
statesman, the philosopher; engraving upon their 
tender minds sentiments and feelings, which shall 
never be effaced ? Who has patience to answer 
the thousands queries of children, touching every 
=art and science which comes within their notice ? 
Whose presence softens the pillow of pain? Whose 
cheerfulness dissipates the gloom of sorrow ?— 
Whose smile cheers to toil, and nerves to forti¬ 
tude '! Whose company gives to an excursion its 
interest, and heightens the loveliness of nature? 
Whose approbation inspires the poet, animates 
the brave, and gives value to the wreath of victo¬ 
ry? Whose attention gives to truth, weight; 
to eloquence, fire? Woman! lovely woman ! 


It was his mother who made Philip Sydney the 
wonder of the Sixteenth century. It was their 
mothers who made John Newton and Phillip Dod¬ 
dridge stars of the first magnitude in the religi¬ 
ous world. His mother stamped the greatness of 
her own mind upon Wesley. The instructions 
of his mother gave to America, the pure patriot, 

“ the father of his country,” “ the idol of posteri¬ 
ty.” 

Excuse me, for I have a mother, a sister, a 
wife; daughters.—I was speaking of education 
—And shall the education of woman be neglect¬ 
ed ? No ! Every man who has a heart, is ready 
to proclaim with emphasis, NO! Let the treasures 
of science then, be unlocked and poured at her 
feet. Let her be educated, to be the mother, the 
friend, and the companion of man! Let herk 
be educated for usefulness ! Let her be prized, 
not for the flowers, or drapery, or jewels which 
decorate her person ; but for the riches that adorn / 
her mind. Let her be educated ! She shall be/ 
Who of you desire to aid in erecting the walls 
of an Institution for her instruction ? Who 
will bring to Heaven, a thank-offering, in form 
of an investment in the Berea Seminary, for the 
rich blessing of a mother, a sister, a wife, or a 
beloved fair one? Let the certificate of invest¬ 
ment be placed in her hands. Let the annual j j 
dividends of profits, be disposed of, according lot 
her counsel ; and if she be first called away to I 
higher regions, let it erect a monument to her L 
memory ! 



LYCEUM VILLAGE AND BEREA SEMINARY. 

CHARTER. 

AN ACT TO INCORPORATE THE BEREA SEMINARY. 

Section 1. Be it enacted by the General Assembly of the State of Ohio, That Henry O. Shel¬ 
don, John Baldwin, Edward Thomson, Ansel J. Pope, [and others, twelve in all] be, and they 
and their successors are hereby created a body politic and corporate, to be styled ‘ The Trusiees of 
Berea Seminary,’ and by that name to remain in perpetual succession, with full power to sue and be 
sued, plead and be impleaded, acquire, hold and convey property, real, personal and mixed, to the 
amount of $3,000 annual income, to have and use a common seal, to alter the same at pleasure; 
to make and alter by-laws and regulations for their own government and the government and regu¬ 
lation of the Seminary, its officers, students and servants : Provided, Such by-laws and regulations 
shall not be inconsistent with the Constitution of the United States and the Constitution and laws 
of this State. 

Section 2. That the Trustees, a majority of whom shall form a quorum, shall have power to fill 
all vacancies that may occur in their own body ; to appoint or employ such officers, professors and 
teachers in the literary and manual labor departments of said Seminary, as they may deem advisa¬ 
ble, or the wants of the institution may require ; and all process against this corporation shall be 
by summons, and the service thereof shall be by leaving an attested copy of the same with the 
chairman of the Board at least ten days previous to the return thereof. 

Section 3. That any future legislature may alter or amend this act: Provided, That the title of 
any property acquired or conveyed under its provisions, shall not be affected thereby, nor diverted 
from the literary, scientific and benevolent purposes originally designed. 

Passed March 14, 1837 

AMENDMENT. 

Section 1. Be it enacted by the General Assembly of the State of Ohio, That a meeting of the 
stockholders of said seminary corporation shall be held on the first Monday of May, annually, at 
the school room in said Berea, at which meeting shall be elected twelve trustees, who shall hold 
their offices for one year, and until others shall be elected in their stead; any thing in said act of 
incorporation to the contrary, notwithstanding. 

Section 2. On each ballot given at said election, by stockholder or by proxy, shall be marked 
the number of shares so voted on; and each share shall be entitled to one vote. 

Section 3. In case an election shall not have taken place on said first Monday of May, in any 
year, the corporation shall not, for that cause, be dissolved ; but such election may be held on some 
other day of the year, after twenty days notice of such time and place of election shall have been 
given to the stockholders, by the secretary, by posting such notice up in five public places in said 
Berea, and by three insertions in a weekly newspaper of extensive circulation, printed in the county 
of Cuyahoga. Passed March 3, 1841. 

This Village and Seminary were founded by Josiali Holbrook, the well known founder of the 
Lyceum System. The company is incorporated with a good charter. The property is 500 acres 
of land, situated upon the East branch of Rocky River, 12 miles southwest from Cleveland. It has 
hereon a good water power ; a saw mill; some 150 acres improvement; a valuable and inexhaust- 
table building stone quarry—also a grindstone quarry, better grit than which, it is believed, is not 
known in America. The trustees have laid out a village plat. More than 30 lots have been sold : 
three dwelling houses, three shops, a barn, an office and a Seminary building in which the school 
is now taught, have been erected the past season. The stock is 1000 equal undivided shares ; 

shares have been subscribed for. They are transferable—are now offered at 
$50 each. No more than ten will be sold to any one person, or Lyceum, as it is desired to extend 
the influence of the institution. Lyceums taking a share of stock are entitled to one elementary 
set of geological specimens. The terms are one fifth down : the remainder, if called for, not soon¬ 
er than in four quarterly payments. Stockholders may pay the whole if they please. When twen¬ 
ty dollars or over are paid on one share, interest thereon is to be paid annually on the 1st of May. 
A share entitles its owner to one thousandth part of the property—the owner may exchange his 
share for board or tuition in the Seminary, or towards lots or out-lots in the village, or he may re¬ 
ceive the annual dividend of profits at his option. If desired, he may receive his annual dividend 
in Philosophical apparatus, specimens in Geology, Botany or Natural History, manufactured or 
prepared by the school. Stockholders are members for life of the Universal Exchange Lyceum. 
The stock is not thrown into market indiscriminately. It would readily be taken as a speculation. 
It is offered only to Lyceums and such friends of science whose characters and influence give res¬ 
pectability to the enterprise. 

The plan is to build and sustain a ‘Working School’ with the profits of the property; returning 
the capital to the stockholders ; or, afford.ng them a safe, and at the same time a philanthropic in¬ 
vestment. This Village is the first in the projected connected series of Lyceum Villages, forming 
desirable residences for the patrons of the moral and scientific enterprizes of the age, and’forfame 
lies who wish to give a practical and business education to their children. These°Villages are de¬ 
signed especially to assist the education of teachers; promote ‘scientific exchanges’ over the 
world, and thus encourage the study of the works and word of God, and cultivate the spirit of 
‘peace on earth and good will to men.' It is expected that every teacher in the schools, and every 
scholar of sufficient age, will spend six hours each day at work. Boys and young men, girls and 
young ladies will be suitably employed at various mechanical arts, particularly the manufacture of 
cheap Philosophical apparatus, paper, books, boxes, maps, globes, silk; at horticulture; preparino- 
and labelling specimens in geology, botany, natural history, &c., for sale and exchange. The wa¬ 
ges paid is according to the amount of work done.. 



































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7 





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